O lugar da norma culta no ensino de língua portuguesa: um estudo a partir de práticas pedagógicas em escolas públicas

Abstract

The present work has as its object of study the place of the standard in teaching the Portuguese language in schools. The investigation was guided by an approach anchored in Educational Sociolinguistics and postulates of grammar, variation, and teaching. In this sense, the research aimed to discuss the teaching and learning of the prestigious standards of Brazilian Portuguese, as well as the grammatical knowledge present in the classroom for teachers of elementary school II at Escola Estadual Geraldo dos Santos Coimbra and Escola Estadual Stella Abrantes from the municipality of Malacacheta-MG. The theme is justified by the fact that it reflects on teaching practice, the role of the school in teaching the prestige norm(s) and the need for fruitful knowledge about the Brazilian linguistic reality to promote teaching methods that lead educating the student to operate on language. Thus, to achieve the desired objectives, the methodology used included bibliographical and documentary research, action research and the division of work into two phases. The action research was developed through the production and application of a questionnaire and a lecture. In the bibliographical research, the theories of Educational Sociolinguistics, Grammar and Teaching were investigated. As for documentary research, it analyzed the normative and guiding documents of basic education regarding the teaching of the Portuguese language. In relation to the phases, the first, diagnostic, was produced and applied the semi-structured questionnaire “Knowledge about linguistic phenomena and the teaching of mother tongue and standard language” consisting of twenty questions that sought to record personal data, information on linguistic perception and usual practices in the classroom in a sample of twelve teacher informants. Subsequently, the data found was systematized to subsequently answer questions and confirm or refute the hypotheses raised. The results obtained in the teachers' responses pointed to the relevance of teaching the Brazilian Portuguese language closer to a norm of common prestige and use by the literate community. However, the same data showed that the teachers themselves admitted that more comprehensive training and knowledge about the linguistic phenomena mentioned was necessary. In this sense, in the second phase of the project, a lecture entitled “The place of the cultured norm in Portuguese language teaching” was held, the objective of which was to promote the expansion of the informant teachers' knowledge regarding linguistic phenomena and the Brazilian sociolinguistic reality, and the norms/varieties that constitute Brazilian Portuguese.